MATIMAND NIWASI VID

Matimand Niwasi Vid: A Detailed Profile of a Rural Maharashtra School

Matimand Niwasi Vid, a primary school nestled in the rural landscape of Buldana district, Maharashtra, offers a glimpse into the educational landscape of India's villages. Established in 2011, this co-educational institution is managed privately and unaided, reflecting the diverse nature of educational provision in the region. Its location in the Motala block underscores its contribution to rural education access.

The school's infrastructure comprises three classrooms housed in a rented building, indicative of the resource challenges often faced by rural schools. While lacking a boundary wall and playground, the school boasts essential amenities such as electricity and separate functional toilets for boys and girls. The absence of a library and computer-aided learning facilities highlights potential areas for improvement and resource allocation.

The school's academic focus is on primary education, catering to students from Class 1 to Class 4. Marathi serves as the primary language of instruction, reflecting the local linguistic context. The teaching staff consists of five teachers, including four male teachers and one female teacher, emphasizing the importance of qualified educators in shaping young minds. The head teacher, Basheer Khan Munir Khan, leads the school's educational endeavors.

Matimand Niwasi Vid operates within a distinct academic framework. It utilizes the "Others" board for classes 10 and 10+2, implying a unique approach or alternative curriculum. The school's commitment to providing meals prepared on the premises showcases its dedication to the holistic well-being of its students. The school also offers residential facilities, operating as a private boarding school.

The school's use of three computers for teaching and learning, despite the absence of a dedicated computer lab, points towards a gradual integration of technology into the curriculum. This underscores the ongoing efforts to incorporate modern learning tools into rural educational settings.

The absence of pre-primary sections and the lack of ramps for disabled children highlight potential areas for future development and inclusivity initiatives. These aspects underscore the continuous need for improvements and expansion to cater to a wider range of student needs. These are often dependent on external funding and support.

The school's functional aspects, such as its electricity connection and toilets, represent fundamental infrastructure improvements, ensuring a safer and more conducive learning environment for students. However, the lack of certain amenities highlights the challenges and priorities for rural schools seeking to enhance their facilities.

Furthermore, the availability of all-weather road access ensures accessibility for students and staff, regardless of weather conditions. The April start of the academic session aligns with the broader educational calendar across the region.

Matimand Niwasi Vid, therefore, stands as a representative example of a rural school in Maharashtra, balancing essential provisions with ongoing needs for development and expansion. Its existence underscores the continuous effort to provide educational opportunities in rural communities despite resource constraints. Further investment in infrastructure and resources would significantly enhance the school's capacity to serve its students. It exemplifies both the strengths and challenges prevalent in the wider context of rural education in India.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.